Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
I am sure that students will enjoy any lesson that has the Mechanics of games. I start with what students know and move to what they want to learn and finally to what they really learn.
K = What do you know? I know the contents (how to play the game)
W = What do you want to learn? I want to learn more like students wanting to get extra levels in a game or get to the Boss.
L = What have you learned? (we'll do this last one later)
Now I know that the learning outcomes must be presented like a game
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.
K is the contents of Mathematics that the student knows.
W is the topic review of the chapter to know what the student needs to know and the way the game is setup.
L is what the student has achieved by finishing the game.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.
Example: playing Bingo with my students - Divide them in groups and give each group a bingo card - start reading out mathematics questions where the answer is a number 1 to 90. Give out rewards to the team finishing first. Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
levels can be added to my game making it using many chapters of year 7 course.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubric to this page.)
We use this at our school where students are rewarded with house points and personal prizes when reading books from the library.
The rubric is kind of 1-10 books gets the reader 10 point and his/her house 10 points.
11-15 books gets you 30 points
16-20 books gets you 50 points
any extra book after that gives you and your house an extra 10 points.
The student with the most point will be declared the champion reader and will get a new book to keep! Her name will be read at the assembly.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.)
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
I liked the opal card rewards (well thought) and I enjoyed Karl Kapps thoughts. Creating a story, a challenge and a reward!
Have you filled in the evaluation? Have you found the bonus level content? Yes, I have - Thanks so much Stanley and Melanie.
My Bingo game has learning outcomes (all the mathematics information)
It is played as a game and students enjoy the challenge.
They observe and reflect together
and it is simple to play and change with levels.
Adding game thinking to Maths revision using Bingo:
1 clear outcomes = solving the Maths questions correctly - game element each correct answer = 1 tick on the card.
Additional game elements - levels - adding points up to bingo reached by a team for each level.
Fun check = making sure the correct answer was called out.
Good idea - students like it.
The mechanics of the game amplify the outcomes of learning and knowing the correct answers
Thanks.
Additional final reflection + Another game:
Mission equations
Game idea – up to 4 teams of 6 players each competing on 4 levels of equations: Level 1: simple linear equations Level 2: simple linear equations with pronumeral on both sides Level 3: algebraic fractional linear equations Level 4: Simple quadratic equations Each teams prepares questions for the 3 other teams and alternate the questions for each level earning points The team who gets the most number of points wins the challenge.
Game Thinking Planning Template
Lesson outcomes (These are also the constraints in your game dynamics, refer to your syllabus document)
communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols
MA4-2WM
applies appropriate mathematical techniques to solve problems
MA4-3WM
recognises and explains mathematical relationships using reasoning
MA4-10NA
uses algebraic techniques to solve simple linear and quadratic equations Related Life Skills outcome:MALS-19NA
Description of your audience (Age, likes and dislikes, motivations etc)
Stage 4 (12 – 14 years).
Students like the challenge of the game as it is group work and individual effort at the same time including group work, creative thinking and collaboration.
Motivations – Winning points for yourself and your team and finally winning the whole challenge.
Time constraints (How many hours, lessons, weeks, terms will you have to complete the intended gamified experience or game)
The topic will be explained in 2 weeks and then the 2 teams members will challenge each other over 4 lessons with 4 different levels of difficulty in the equations to be solved. Students in each team will have a day before each session to prepare equations for the other team to solve. Game Elements(Game Dynamics, Game Mechanics and Game Components)
Game Dynamics – Students will be divided in 4 teams by the teacher to obtain a nearly equitable strength in Mathematics based on their previous tests results. Students will prepare equations in each of the 4 levels to try to win the trophee and gain more points. Students will write the questions one by one on the board and will take turns. The other 3 teams have 10 minutes to solve each equation. Students are only allowed to answer questions for 1 level out of 4 to avoid excellent students to solve all the problems and give a chance to everyone to participate. This will ensure that the teams must discuss who will answer which levels. Each team competes against the 3 others to get as many correct answers as possible and accumulate points based on accuracy and level of difficulty from 1 to 4. It would include constraints like a student can only participate in one level and students have a time limit to answer. There is a lot of cooperation within each team and they all try to reach the last level (quadratic equations). Progressing from easy level 1 to harder level 4.
Game Mechanics– This includes challenges, competition, cooperation, winning points, feedback from the teacher, achievement of best team and best students in each team. Social discussions are happening before each level to select the players for this level.
Game Components – This includes hard fun (challenge, points, rewards, and achievement), Easy fun (creativity, thinking, investigations and joy of finding the correct solutions), serious fun (excitement, creativity, practising ‘real’ skills) & social fun (Cooperation, competition ad discussions).
Fun check (Integrated purposefully built into your experience including Easy fun, Hard fun, Serious fun and Social fun)
Yes, it was fun as each point is earned the hard way and each team wants to win. The willingness to win makes it fun and challenging.
Have you filled in the evaluation? Have you found the bonus level content?
Evaluation = Yes
Bonus level = yes ... We have learned a lot about engaging students using games.
Badges & Rewards
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....I am sure that students will enjoy any lesson that has the Mechanics of games. I start with what students know and move to what they want to learn and finally to what they really learn.
K = What do you know? I know the contents (how to play the game)
W = What do you want to learn? I want to learn more like students wanting to get extra levels in a game or get to the Boss.
L = What have you learned? (we'll do this last one later)
Now I know that the learning outcomes must be presented like a game
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.K is the contents of Mathematics that the student knows.
W is the topic review of the chapter to know what the student needs to know and the way the game is setup.
L is what the student has achieved by finishing the game.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.Example: playing Bingo with my students - Divide them in groups and give each group a bingo card - start reading out mathematics questions where the answer is a number 1 to 90. Give out rewards to the team finishing first.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
levels can be added to my game making it using many chapters of year 7 course.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubric to this page.)We use this at our school where students are rewarded with house points and personal prizes when reading books from the library.
The rubric is kind of 1-10 books gets the reader 10 point and his/her house 10 points.
11-15 books gets you 30 points
16-20 books gets you 50 points
any extra book after that gives you and your house an extra 10 points.
The student with the most point will be declared the champion reader and will get a new book to keep! Her name will be read at the assembly.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.(feel free to scan or photograph and upload your rubic to this page.)
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.I liked the opal card rewards (well thought) and I enjoyed Karl Kapps thoughts. Creating a story, a challenge and a reward!
Have you filled in the evaluation? Have you found the bonus level content? Yes, I have - Thanks so much Stanley and Melanie.
My Bingo game has learning outcomes (all the mathematics information)
It is played as a game and students enjoy the challenge.
They observe and reflect together
and it is simple to play and change with levels.
Adding game thinking to Maths revision using Bingo:
1 clear outcomes = solving the Maths questions correctly - game element each correct answer = 1 tick on the card.
Additional game elements - levels - adding points up to bingo reached by a team for each level.
Fun check = making sure the correct answer was called out.
Good idea - students like it.
The mechanics of the game amplify the outcomes of learning and knowing the correct answers
Thanks.
Additional final reflection + Another game:
Mission equations
Game idea – up to 4 teams of 6 players each competing on 4 levels of equations:Level 1: simple linear equations
Level 2: simple linear equations with pronumeral on both sides
Level 3: algebraic fractional linear equations
Level 4: Simple quadratic equations
Each teams prepares questions for the 3 other teams and alternate the questions for each level earning points
The team who gets the most number of points wins the challenge.
Game Thinking Planning Template
Lesson outcomes (These are also the constraints in your game dynamics, refer to your syllabus document)
- communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols
- MA4-2WM
applies appropriate mathematical techniques to solve problems- MA4-3WM
recognises and explains mathematical relationships using reasoning- MA4-10NA
uses algebraic techniques to solve simple linear and quadratic equationsRelated Life Skills outcome: MALS-19NA
Description of your audience (Age, likes and dislikes, motivations etc)
Stage 4 (12 – 14 years).
Students like the challenge of the game as it is group work and individual effort at the same time including group work, creative thinking and collaboration.
Motivations – Winning points for yourself and your team and finally winning the whole challenge.
Time constraints (How many hours, lessons, weeks, terms will you have to complete the intended gamified experience or game)
The topic will be explained in 2 weeks and then the 2 teams members will challenge each other over 4 lessons with 4 different levels of difficulty in the equations to be solved. Students in each team will have a day before each session to prepare equations for the other team to solve.
Game Elements(Game Dynamics, Game Mechanics and Game Components)
Game Dynamics – Students will be divided in 4 teams by the teacher to obtain a nearly equitable strength in Mathematics based on their previous tests results. Students will prepare equations in each of the 4 levels to try to win the trophee and gain more points. Students will write the questions one by one on the board and will take turns. The other 3 teams have 10 minutes to solve each equation. Students are only allowed to answer questions for 1 level out of 4 to avoid excellent students to solve all the problems and give a chance to everyone to participate. This will ensure that the teams must discuss who will answer which levels. Each team competes against the 3 others to get as many correct answers as possible and accumulate points based on accuracy and level of difficulty from 1 to 4. It would include constraints like a student can only participate in one level and students have a time limit to answer. There is a lot of cooperation within each team and they all try to reach the last level (quadratic equations). Progressing from easy level 1 to harder level 4.
Game Mechanics– This includes challenges, competition, cooperation, winning points, feedback from the teacher, achievement of best team and best students in each team. Social discussions are happening before each level to select the players for this level.
Game Components – This includes hard fun (challenge, points, rewards, and achievement), Easy fun (creativity, thinking, investigations and joy of finding the correct solutions), serious fun (excitement, creativity, practising ‘real’ skills) & social fun (Cooperation, competition ad discussions).
Fun check (Integrated purposefully built into your experience including Easy fun, Hard fun, Serious fun and Social fun)
Yes, it was fun as each point is earned the hard way and each team wants to win. The willingness to win makes it fun and challenging.
Have you filled in the evaluation? Have you found the bonus level content?
Evaluation = Yes
Bonus level = yes ...
We have learned a lot about engaging students using games.
Thanks.